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8/2/2019 Word Maze
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PRE READING STAGE 1 APPENDIX 1
NAME: _______________________________
WORDMAZE
FIND OUT THE HIDDEN WORDS IN THE WORDMAZE .
HIDDEN WORDS
T R A V E L E R S E L E B
A R E S O R T N M T S N U
F G J L R T L E E R A T A
C B H F Q F Y J U O D E L
G U E S T Q G J J P F R AB Q W E R T Y U I R Y T I
X C V B M H T G K I R A C
M E T R P O L I T A N I R
Q W E A S T E F G M K N E
C T D H T E G H B N L R M
G K L O Y H B F R D S D M
D O W N T O W N D S A O O
A C C O M O D A T E L P C
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1. RESORT 6. ENTERTAINED
2.METROPOLITEN 7. HOTEL
3.TRAVELERS 8. GUEST
4.DOWNTOWN 9.ACCOMODATE
5.AIRPORT 10.COMMERCIAL
APPENDIX 1
Transcript between a tourist and the local people.
A tourist asking to find out about the hotels around to stay.
Tourist : Excuse me, my name is Steve. I come from Australia. I do not about hotels
Can you please tell me or suggest a good hotel here.
Ali: Oh, nice to meet you. Welcome to Malaysia. Well, may I know the purpose
Of visit here. I mean is it for holiday or business.
Tourist: Well I came here with my family for a holiday and for piece of mind.
Ali: There are varieties of hotels. There are three large groups of hotel .They Airport
hotels , downtown hotels and resort hotels.
Tourist: What are specialities about these hotels.
Ali: Well, the airport hotels are mainly for the travelers so it is located near the
Airports .The service are very limited and quite cheap. For example The
Hilton, The Marriot and The Holiday Inn have their hotels near the airport.
Tourist: How about the downtown hotel?
Ali: They are commercial hotels and found in the major busy areas. They are
Occupied for business meetings and holidays .The rate is depends on the
Activities and duration of staying. However , they provide varieties of
Services. The Hyaat Regency is one of it.
Tourist: Then about the resort hotel.
Ali: These hotels located at the beaches, mountains or spas. Mostly vacationers
And recreation mind people will go there. The level of service is much
Higher. They provide entertainment too and it is meant for children and
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Family because it has park, campgrounds and golf courses.
APPENDIX 1
KWL WORKSHEET
Name :___________________________
Based on the conversation you heart complete this worksheet .
1) Name of the hotels mentioned are :
a)________________ b) ________________ c) _________________
2) The man is from __________
a) Malaysia b) Japan c) Australia
3) The tourist came here for ______
a) holiday b) business c) work
4) The resort hotels can be found at ______
a) beach b) town c) airport
5) Where do downtown hotel locate ?
a) beach b) airport c) town
6) Which hotel is suitable for the tourist?
a) Downtown hotel b)airport hotel c ) resort hotel
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Stage / Time Content / Material Presentation / Rationale
Post Reading
Set Induction
(10 minutes)
Role Play Cards
(Appendix 7)
Example :a) A tourist wants to get
information regarding which
suitable to stay in.
b) A business man need a
good hotel to do his business
conference.
1) Teacher divides the students into groups.
2) The students will be given a situation
card and they have to do the role play.3) Teacher guides them to the post reading
stage based on the topic.
Post Reading
Stage I
(10 minutes)
Whole class
Mind Mapping
(Appendix 8)
1) Students sit in their own groups.
2) Teacher distributes a mind map for each
group.
3) Each group has to complete the mind
map according to the given title.
4) The group leader will read out the
answers.
5 ) Then, the teacher discussess the answer
with the students.
Stage 3
(10 minutes)
Whole class
Worksheet s:
a) Beginner match the main
ideas with details given and
write the correct words.
b) Intermediate- identify the
main ideas in the sentences
and underline them.
c) Advance complete a
table with the main ideas
related.
a) Teacher distributes worksheet for
different levels of students.
b) Students need to complete within the
time given.
c) Teacher collects the worksheets.
Closure
(10 minutes)
Group Work
Build a dream Hotel
a) Students remain in the same group.
b) Teacher provides some cardboard, glue
RESORT
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and colour papers.
c) Students build their own dream hotel and
name them and display in the classroom.
d) Teacher rewards some points to
encourage them..
APPENDIX 8
Name : _____________________________
Complete the mind mapping with related details based on the title given.
MIND MAPPING
RESORT
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WORKSHEET - BEGINNERS
Name : ___________________________
Match the main ideas with details given.
1. Providing many alternatives for the public airport hotel
( ____________________________ )
2. Accommodate the air travelers lodging industry
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( ____________________________ )
3. Located in the major metropolitan areas. Resort hotel
( ____________________________ )
4. Vacation and recreation minded people will go entertainement
( _____________________________ )
5. The guest willing to pay higher rated for. Downtown hotel
( _____________________________ )
WORKSHEET INTERMEDIATE
Name : _________________________
Identify and underline the main ideas in the sentence and write in the bracket.
1. Lodging industry offers many new alternatives for the traveling public.
( lodging industry )
2. The airport hotels accommodate the air traveler.
( _________________________________ )
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3. Downtown hotels known as commercial hotels which located in major metropolitan areas.
( _________________________________ )
4. The vacationers and recreation minded people like to go resort hotels which located near thebeaches, mountains or spas.
( _________________________________ )
5. They must provide guest entertainment because the guest are willing to pay higher rate.
( _________________________________ )
WORKSHEET ADVANCE
Name: ____________________________
Write the main ideas and the related details in the table.
MAIN IDEAS DETAILS RELATED
1.
Resort a) located at beaches, mountains or spas.
b) vacationers and recreation mind people will go
c) __________________________________________
d) __________________________________________
e) __________________________________________
2.
________________
a) ___________________________________________
b) ___________________________________________
c) ___________________________________________
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d) ___________________________________________
e) ___________________________________________
REFERENCE
1. Dr.Fauziah Hassan(2206).Teaching of Reading in ESL Context,Open University
Malaysia.
2. Ogle,D.M.(1986).KWL:A teaching model that develops active reading of expository
text.
3.Huraian Sukatan Pelajaran ,Kurikulum Bersepadu Sekolah Menengah ,Tingkatan 2.
4.Nesamalar,Saratha,The Soo Choon,(1997),ELT Methodology(Principle and
Practice).Penerbit Fajar Bakti,Shah Alam.
5.http://www.macmillandictionary.com/glossaries/identifying-opic.htm
6.http://chd.gse.gmu.edu/immersion/lao/laohome/read/preread/prompts.htm
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RATIONALE
This lesson was carried out with the form 2 students in rural area school. The class
involved consists of mixed abilities of students. This lesson is actually one reading lesson which
divided into three stage which is pre reading for 40 minutes, while reading for 80 minutes and
post reading for 40 minutes.
The rationale behind choosing these activities was to make the lesson interesting and
effective as well as to achieve the objectives. Therefore , for the pre reading , for set induction, I
played a cassette containing a conversation between a tourist and a local people. (Appendix 1) I
chose to begin the lesson with listening activity because we seem to forgetting the listening skills
most of the time. We should not neglect this skill because students can improve their speaking
skill through listening to good English and also the memory power. Besides that, I want the
students to apply the information which they got through the listening.
After the students listened to the cassette , the students was given a KWL worksheet.(
Appendix 2) KWL is suggested by Ogle (1986), where teachers want the students to think and
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make them aware the importance of reading the particular text for the lesson on that day . So I did
the same think when I wanted them to listen carefully and attentively and strengthen their
memory power to answer the KWL questions. I spent about 20 minutes at this stage as the
students need time to listen and complete the worksheet.
Then , I gave them a wordmaze (Appendix 3) with some of the important key
words based on the actual text. The purpose of this activity was to test their memory power on
vocabularies. Those words given in the word maze were taken from the conversation heard and of
course from the actual text which were the main key words. Here I gave them 10 minutes time
to complete the worksheet. The students nowadays are lack of reading and of course their
vocabularies are not strong. So I want them to master the vocabularies for that particular topic.
Then, for the closure, I did a group activity, where I gave them a picture puzzle. At
this stage , the students are divided into groups and each group was given a pictures which had
been cut into pieces in an envelope. Then the students joined the pieces to form a picture of a
hotel. At this stage , the student did interestingly. I introduced the topic of the day ;The Kinds of
Hotel This activity was also to enhance their understanding about the topic.
Then , I started the while reading which I planned for 80 minutes. The students
remain in the same group. As a set induction, the students matched the text with titles. Here each
groups of students was given a short extract taken from the original text and also given a title for
them to match. This activity to ensure that they understand the conversation in the set induction
stage. I want the students to apply what they listen through the cassette to find the title correctly.
This will enhance their understanding towards the text.
After that, in stage 2 , I gave them the original text The Kinds of Hotel to each
students. The students were required to read the text silently for better understanding. Discussion
regarding the contents which was on varieties of hotels and facilities provided and so on. Here I
spend about 20 minutes for teaching and then the students were given sign post questions or SPQ
(worksheet 1, 2, and 3) . As the class had mixed abilities of students so I gave text with different
levels of questions so that every student will try to attempt the questions.
As we know that sign post questions will help students focus on the main ideas of a
specific section of text so that the students easily understand the text. Normally sign post question
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will be given after the students have read the text. So, I did give the questions after teaching and
silent reading. The students tried out the questions and then I discussed the answers.
Then , I went on to the post reading. This stage was towards ending the lesson for the
day. For the post reading, I did a role play for the set induction. The purpose I did this activity is,
with the hope that by now the students must have understand the contents of the text, main ideas
and the details found regarding the hotels. Therefore, the students remain in their respective
groups. Then few students at random or the whole group did the role play based on the situation
given. The students need to speak in English and the vocabularies learnt and of course all the
main ideas regarding the hotels. This activity was quite interesting.
For the post reading at the stage one after the set induction , I gave mind mapping.
This I done I as group work.. I gave them an empty mind map with the title inside like, resort,
downtown, airport and so on. The students complete the mind map with all the details . This
activity of course to enhance their understanding of the topic and the contents.. I gave them 10
minutes to complete as they should know. Then I asked the group leader to read the completed
mind ma
TASK ONE
There are two types of prior knowledge. One is prior knowledge of the language which
focus on vocabularies and prior knowledge of the world which focus on contents. As we
know that both knowledge are very important for a student to enhance the understanding
and as well as sustain the motivation to read. Even research conducted by Pritchard
(1990), Nunan (1985) , Johnson (1981) and Steffensen and Joag (1979) provides evidence
that lack of prior knowledge affects comprehension.
Based on the above statement, 2 pre reading activities are done based on form four
syllabus on literature. These activities are based on rural area. The short story choosen is
The Necklace.
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TOPIC: THE NECKLACE
SPECIFICATION: 2.4, 3.2 Identifying main ideas
3.9 making connections
PRE READING ACTIVITIES (APPENDIX 1)
1) Teacher asks the students to sit in group.
2) Teacher distributes an envelope containing different parts of the puzzle to each group.
3) Teacher hangs up the magnetic board.
4) Each leader of the group will come out and paste their part on the magnetic board
accordingly.
5) Once the pictures completed , the teacher asks about that picture.
6) Teacher writes down the students responds.
7) Teacher leads them to the topic The Necklace.
The above activity is design based on knowledge of the language. This activity will
activate the knowledge of language which focus on vocabularies. This activity will
improve the knowledge of vocabularies which is very important to understand the content
of the story and sustain the interest towards reading. This activity is based on the rural area
students who their language proficiency level is not encouraging level. This activity where
students themselves will give their opinions in the form of vocabularies will find that their
ideas are appreciated and continually encourage them for further reading the story. The
students will be able to recall information from the text due to the knowledge on
vocabularies which they have already come up with.
The students can will be able to relate why teacher does this activity and know that the title
played a very important role to expand the story. When teacher writes out all the answers
on the board may be one or two can relate to story later on. Therefore students knowledge
of language can be developed.
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2 PRE READING ACTIVITY (APPENDIX 2)
1) Students sit in groups.
2) Teacher distributes a worksheet containing some statements which one should do and
should not.
3) Teacher writes out the questions or a situation on the board .
4) Then students need to identified what they should do and should not do.
5) Then teacher asks the answers from each group.
6 ) Discuss the answers with students
7) Then relate them with the reading lesson for the day.
The above activity is planned for the second reading lesson. It is based on the knowledge
of the world which focus on the contents and to activate their prior knowledge. As this is
the second lesson , they would have some ideas and able to understand the content easily.
The students also have the knowledge of vocabularies which help them to understand better
now. As the question would be what would you do if you have lost your favourite things ?
Here the students will be able to apply their prior knowledge like saying cry, buy a new
one and son on. Therefore, when they come to the part where Mathilda lost her necklace
would be very clear and students able to visualize the situation . This will enhance their
understanding and able to answer well in the exam in future. Students will be able to think
and apply the same rules from real life towards the story and to complete the worksheet.
Then the teacher starts the lesson where Mathilda lost the Necklace and how she and her
husband suffered all her life for the past ten years to pay the debt and ruin their own lives.
Therefore the activity above will assists the students to do a better and effective reading.
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TASK TWO
Barretts Taxonomy is often used by the teachers to help them in constructing reading
comprehension questions. It is similar to Nuttalls (1996) types of questions. There are five
levels of difficulty which are literal comprehension, reorganization, inference, evaluation
and appreciation. Forming questions based on these types of taxonomy will be useful as a
form checklist. By classifying the questions accoding to the level it will help the teachers to
find out whether any important kinds of questions has been left out and fail to provide
enough practice in some important skills.
Therefore there are four levels of questions have been constructed based on the Barretts
Taxonomy. They are as below :
1. LITERAL COMPREHENSION
Literal questions are where the answers are available directly and explicitly in the text. This
questions can be answered in the words of the text itself .For this the students need basic
understanding and they will be able to answer these types of questions especially rural area
students. Even if the students do not understand at the first reading they can read again and
refer to the text to get the answer.
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EXAMPLES:
a) Question: Where did Mr Loisel works ?
Respond: Mr Loisel worked in Ministry of Public Instruction.
b) Question: Who borrowed the necklace to Mathilda ?
Respond: Madame Forestier borrowed her the necklace.
2. REORGANIZATION
These questions are slightly difficult then the literal comprehension. Here the students are
required to obtain literal information from other parts of the text and put it together and
write it in a new way. The students need to make some analysis, synthesis organization of
ideas which has been stated overtly. Therefore the students can make use the text rather
thinking on their own.
EXAMPLES:
a) Questions: How does it took for them to pay off their debts?
Respond : They spend almost ten years to pay off their debts to the money
Landers.
b) Questions: Was Mathilda happy with her life ?
Respond : No, she felt deprived and disappointed over the fine things in
her life which she would never enjoy.
The students need to read the whole text in order to answer these types of questions .When
the students read to get the answers it will also enhances their understanding of the text.
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3 INFERENCE
To answer inference questions the students need to read between lines . The students need
to really understand in order to go beyond the text. These questions required students to
relate the information that explicitly stated to their prior knowledge. They need to do detail
reading to infer the details needed for the questions.
EXAMPLES:
a) Questions: Why did Mathilde does not like to meet her former friends ?
Respond : She was shy of her poverty and her friends wealth made her
very sad.
b) Questions : Why did Mathilde hid the truth from her friend ?
Respond : She was embarrassed of her carelessness infront of
her friend who borrowed her or she was afraid of
what her friend might say.
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If the students did not read the text how did they why is she avoiding her frends
And why did she hide the truth.
4. EVALUATION
Evaluative questions involve the students in making a considered judgement about the text
in terms of what the writer is trying to so and how far he has achieved it. The questions
may be needed to evaluate on the characters honesty, bias and so on. The evaluation can be
done based on the author or the characters in the text.
EXAMPLE
a) Questions : What is the authors message in this story ? List them out .
Responds : a) How a small things may ruin our life.
b) How small a thing needed to make our life ruin.
c) How carelessness turn our life path .
d) How fate can judge our life sometimes
There are many other reasons can be given based on the text . In order to do that, students
need to fully read the whole story and analysis the story properly so that they will be able
to judge effectively.
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APPENDIX 2
WORKSHEET
Name : _____________________
Thick which of these things should you do and which should you not do based on the
situations given.
Situations : you have lost something valuable which you borrowed . What would you
do.
a) Panic and scream ( )
b) Inform the police ( )
c) Inform the person concern ( )
d) Run away ( )
e) Stay calm ( )
f) Replace them with new ( )
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g) Apologize ( )
h) Dont care ( )
Any other answer :
REFERENCE
1.) Dr.Fauziah Hassan,(2006).Reading in an ESL Context. Open University Malaysia,
2) Huraian Sukatan Pelajaran,Kurikulum Bersepadu Sekolah Menengah,Bahasa Inggeris
tingkatan 4
3) Selected Poems and Short Stories, Form 4,Kementerian Pendidikan Malaysia
4)Christine Nuttall(1983).Teaching Reading Skills in a Foreign
Language.london:Heinemann Educational Books.
5) Nesamalar, Saratha Sithamparam,The Soo Choon(1995),ELT Methodology Principle
and Practice,Penerbit Fajar Bakti,Shah Alam.
6) https://reader009.{domain}/reader009/html5/0502/5ae9cc083a4cb/5ae9cc0fda058./ERIC/Prir-Know
http://www.vtaide.com/png/ERIC/Prir-Knowledge.htmhttp://www.vtaide.com/png/ERIC/Prir-Knowledge.htm8/2/2019 Word Maze
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7)http://www.remcll.k12.mi.us/stjoe/curriculum/CNO11706.pdf#search=`prior
%20knowledge
http://www.vtaide.com/png/ERIC/Prir-Knowledge.htmhttp://www.vtaide.com/png/ERIC/Prir-Knowledge.htm